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This study aims to describe the effectiveness of tajwid learning and its influence on the Qur’an reading ability of grade XII RPL 2 students at SMKN 1 Wonosobo. The research employs a qualitative method with a descriptive-analytical approach. Data were collected through classroom observation and interviews with both the teacher and selected students. The findings indicate that the tajwid learning process in grade XII RPL 2 has been quite effective, as it is conducted in accordance with the established rules of tajwid. The use of varied teaching methods, particularly those emphasizing reading practice, has positively influenced students’ ability to recite the Qur’an correctly. Most students are able to read fluently, observe the proper length of vowels, and articulate the letters according to their correct makhraj. Nevertheless, a small number of students have not yet fully mastered the application of makharijul letters consistently, thus requiring further guidance and practice. Overall, tajwid learning in this class contributes significantly to the improvement of Qur’an reading skills, both in terms of fluency and accuracy. Furthermore, this study highlights that mastery of tajwid is crucial for preserving the authenticity of Qur’anic recitation as well as enhancing students’ understanding and appreciation of the Qur’an. Therefore, tajwid instruction not only develops technical reading skills but also plays an important role in fostering religious and spiritual values among learners.

This study examines methods of religious and moral development for early childhood at Witri 1 Kindergarten in Bengkulu City. The main objective of this study is to understand how teachers instill religious and moral values through learning activities that are integrated with children's daily lives. This study uses a qualitative descriptive approach with observation, interview, and documentation techniques. The results show that religious values are developed through the habit of praying, greeting others, and simple worship practices appropriate to the children's stage of development. Meanwhile, moral values are developed through the habit of polite behavior, honesty, cooperation, and responsibility in learning and playing activities. Teachers act as role models by setting positive examples and utilizing storytelling, singing, and educational games to reinforce children's understanding. The study concludes that habituation, role modeling, and contextual activities are effective strategies in shaping the religious and moral development of early childhood. The conducive learning environment at TKWitri 1 supports the development of religious and moral character in children from an early age.

This study investigates the effectiveness of virtual debate platforms in enhancing English as a Second Language (ESL) learners’ critical thinking, speaking fluency, and argumentation skills. The research was conducted using a quasi-experimental design with intermediate-level ESL students as participants. Data were collected through critical thinking tests, speaking fluency rubrics, and argumentation rubrics, complemented by qualitative analysis of recorded debates. The results indicate significant improvements in students’ critical thinking abilities, fluency in spoken English, and the quality of their arguments, including structure, relevance of evidence, and coherence. Furthermore, virtual debates fostered higher levels of student engagement compared to traditional classroom discussions. These findings underscore the pedagogical potential of integrating technology-based debate activities into ESL instruction, providing interactive and collaborative learning opportunities that address the limitations of conventional teaching methods. The study concludes with recommendations for incorporating virtual debates into ESL curricula and suggests future research on the use of emerging technologies such as artificial intelligence (AI) and virtual reality (VR) to further enhance language learning experiences.

This research discusses the practice of religious moderation at SMPN 2 Ampek Nagari, a secondary school with Muslim students as the majority and non-Muslim students as the minority. The aim of the research is to describe social interactions between Muslim and non-Muslim students, analyze the role of teachers in instilling the value of religious moderation, and identify challenges that arise in the process. This research uses descriptive qualitative methods with data collection techniques in the form of observation, in-depth interviews and documentation. The research results show that social interactions between Muslim and non-Muslim students are harmonious, characterized by cooperation in academic and non-academic activities without discrimination. Teachers play an important role as facilitators, role models and mediators in instilling tolerant attitudes through religious learning, citizenship education and other school activities. However, challenges were also found in the form of negative stereotypes brought from the family environment, as well as feelings of awkwardness in dealing with differences in religious practices. These findings confirm that schools function as laboratories for religious moderation, but their success requires support from parents and the community. Thus, the experience of SMPN 2 Ampek Nagari can become a model for implementing inclusive religious moderation for other secondary schools in Indonesia.

This study aims to describe the implementation of discipline values and the obstacles faced at MI Darul Hikmah Agung Jaya. Using a descriptive qualitative approach, data were collected from teachers, students, and parents through interviews, observations, and documentation, then analyzed through data reduction, display, and conclusion drawing. Data validity was ensured by triangulation of techniques and sources. The findings show that teachers instill discipline values through two main techniques. First, external control, in which teachers give warnings, threats, or punishment to undisciplined students and provide rewards or praise to those who obey the rules. For example, students who consistently complete homework may receive additional grades or verbal appreciation. Second, teachers also become role models, demonstrating punctuality, neat appearance, polite language, and respectful attitudes, thereby fostering discipline by example. Furthermore, teachers apply cooperative control, emphasizing collaboration and agreements between teachers and students. This approach promotes tolerance, respect, and responsibility by involving students in creating and maintaining classroom rules. However, some obstacles were identified. Teachers were sometimes less assertive in enforcing discipline, and limited variation in teaching methods led to student boredom. In addition, inadequate attention, motivation, and parental support negatively influenced students’ discipline, resulting in lateness, incomplete assignments, and other undisciplined behaviors.

This study investigates the effectiveness of Augmented Reality (AR) based activities in supporting vocabulary retention, motivation, and engagement in foreign language learning. A quasi-experimental design with a pre-test–post-test control group was employed, involving university students enrolled in English as a Foreign Language (EFL) courses. The experimental group engaged in AR-supported vocabulary learning, while the control group used conventional methods such as flashcards and text-based materials. Data were collected through vocabulary tests, motivation and engagement questionnaires, and classroom observations. The findings indicate that AR significantly enhanced vocabulary retention, with students in the experimental group outperforming those in the control group. AR also increased learners’ motivation by providing immersive and enjoyable learning experiences, and it fostered greater engagement as students actively interacted with digital media. These results support the integration of AR into language learning as an effective instructional approach that combines contextualization, interactivity, and gamification. The study contributes to the growing body of research on technology-enhanced learning and highlights the pedagogical potential of AR in modern language education.

The phenomenon of low numerical ability and persistent obstacles to student learning outcomes. The objectives of this study are: (1) To determine the influence of the level of numerical ability of seventh-grade students at SMP Negeri 10 Yogyakarta, (2) To determine the influence of the magnitude of the mathematics learning outcomes of seventh-grade students at SMP Negeri 10 Yogyakarta, and (3) To find the influence of numerical ability on the learning outcomes of seventh-grade students at SMP Negeri 10 Yogyakarta. This type of research is quantitative correlational. The subjects of this study were seventh-grade students, whose numerical ability and mathematics learning outcomes were the objects of this research. Data collection methods used were a numerical ability test and a mathematics learning outcome test on the topic of social arithmetic. The research instruments used were essay-style numerical ability worksheets and multiple-choice social arithmetic worksheets. Data analysis methods used prerequisite tests (linearity test, normality test, and homogeneity test) and simple linear regression analysis.This study yielded the following findings: (1) The overall level of numerical ability of students in class VIII D of SMP Negeri 10 Yogyakarta is in the moderate category, (2) The level of mathematics learning outcomes for the topic of arithmetic of students in class VII D of SMP Negeri 10 Yogyakarta is in the moderate category, and (3) There is a positive and significant influence between numerical ability and students' mathematics learning outcomes. This is evidenced by the correlation coefficient value of 0.845 and the coefficient of determination (R square) which shows that numerical ability contributes 71.4% to students' mathematics learning outcomes.

Higher education institutions play a strategic role in building a quality education ecosystem by strengthening the competency of human resources, particularly educators. As a higher education institution, Batang Hari Islamic University is required to ensure that its lecturers possess the skills to meet the ever-changing developments in science and technology, as well as the needs of society. To address these challenges, community service activities are being implemented to enhance the capacity of lecturers, enabling them to support the creation of a superior and competitive higher education ecosystem. These activities are implemented through various methods, such as workshops, training, and participatory mentoring. The primary focus is on improving digital literacy, mastery of innovative learning methods, scientific publication skills, and quality-based research and community service management. With this approach, lecturers not only gain new knowledge but also practical skills that can be directly applied in daily academic processes. The results of these activities demonstrate a significant increase in lecturers' insights and skills, particularly in the use of digital-based learning technologies, increased productivity of scientific work, and the expansion of academic networks with various partners. These changes contribute to the growth of a more dynamic, collaborative, and innovative academic culture. Overall, these activities have had a positive impact on Batang Hari Islamic University by fostering an academic environment that is responsive to changing times. In this way, universities not only strengthen their competitiveness at the national level, but also have the potential to improve their position on the global stage through competent, creative, and quality-oriented lecturers.

This research is motivated by the increasing cases of sexual harassment in the university environment which has a serious impact on the psychological condition of victims and the academic climate as a whole. Universities that are supposed to be safe spaces for learning and development are often places where serious violations of human dignity occur. The establishment of the Task Force for the Prevention and Handling of Sexual Violence (Satgas PPKS) is an important step by the government to provide protection, assistance, and a more structured complaint mechanism for victims of sexual violence. This study aims to examine the criminal acts of sexual harassment in universities as well as analyze the role and countermeasures carried out by the PPKS Task Force in handling these cases. The research methods used are normative juridical approaches and empirical juridical approaches. The normative approach is carried out by analyzing relevant laws and regulations, such as the Sexual Violence Crime Law and university regulations related to the prevention of sexual violence. Meanwhile, an empirical approach is carried out through observation and analysis of the implementation of the tasks of the PPKS Task Force in the campus environment. The results of the study show that the PPKS Task Force plays a significant role in providing psychosocial support for victims, conducting socialization related to the prevention of sexual violence, and enforcing anti-sexual violence policies in universities. In addition, the PPKS Task Force also implements various programs such as gender awareness training, legal assistance, and building a complaint system that is more accessible to students. The implications of this study confirm the importance of education and increasing awareness among the academic community regarding the issue of sexual harassment.

The activity of strengthening Indonesian language education as a bullying prevention strategy at SDN 02 Simalanggang aims to raise students' awareness of the negative impacts of bullying and the importance of good communication in creating positive relationships, in line with the Sustainable Development Goals (SDGs), particularly SDG 4, which focuses on quality education. This program was carried out on June 20, 2025, involving 200 students and 15 teachers. The methods used include observation, socialization, effective communication training, and counseling for students involved in bullying cases. The results of the activity show a significant increase in students' understanding of bullying and the importance of speaking properly, as well as a 30% reduction in bullying incidents at school. Evaluation was carried out through direct observation, which showed positive changes in students' behavior, both as perpetrators and victims of bullying. This program also reinforces the concepts of effective communication and character education, which have proven to reduce bullying and create a safer and more inclusive learning environment. Based on these results, the activity provides great benefits for students' character development and creates a more supportive school atmosphere, contributing to the achievement of SDGs in quality education. The program involved a series of activities, such as observation to identify bullying incidents, socialization sessions to inform students about bullying and its consequences, and communication training to improve students' skills in handling conflicts constructively. Counseling was also provided to students who were either perpetrators or victims of bullying, helping them to understand the impact of their actions and how to manage emotions and behavior in a more positive manner. After the program, a noticeable shift in behavior was observed, particularly in the way students interacted with one another. A significant reduction in bullying incidents by 30% demonstrates the effectiveness of communication-based interventions.

Because it affects teaching quality, teacher performance, and eventually the overall quality of education, teacher job satisfaction in schools is very important.  Teachers that are happy tend to be more driven, effective, and capable of fostering a supportive learning environment for their pupils.  The purpose of this research is to partly and concurrently examine the effects of competence, career growth, and normative commitment on elementary school teachers' work satisfaction in the Ayodya cluster in the Banyumanik district of Semarang City.  Using a saturation sampling strategy, the study's sample consisted of all 88 instructors in the Ayodya cluster.  A survey-based quantitative research methodology was used.  A questionnaire with a Likert scale of 1–5 was used to gather the data.  Using SPSS 23, data analysis methods included multiple regression, t-tests, F-tests, and classical assumptions.  According to the study's findings, work satisfaction is highly influenced by competence, career advancement, and normative commitment, in that order.  At the same time, primary school teachers' work satisfaction in Banyumanik, Semarang City's Ayodya cluster is greatly influenced by career growth, competence, and normative commitment.

This study examines the relationship between material mastery and draping practice outcomes among students in the Family Welfare Vocational Education (PVKK) Fashion Design Study Program at PGRI Adi Buana University, Surabaya. Draping, as a technique for making patterns directly on a mannequin or the human body, is an important course in fashion design synchronization. This technique allows students to develop creativity, understand the proportions, shapes, and volumes of fabric, and produce unique works that suit the curves of the body. This study used a quantitative approach by collecting data from 60 student respondents from the 2021 and 2022 intakes through questionnaires and documentation. The variables studied were draping material mastery (independent variable) and draping practice outcomes (dependent variable). The analysis results showed a significant and positive relationship between material mastery and draping practice outcomes. The better the material mastery, the better the students' draping practice outcomes. This emphasizes that a strong theoretical understanding is an important foundation for practical skills, and learning theory and practice must be balanced to optimally improve the quality of student work. These findings have important implications for curriculum development and learning methods in the PVKK Fashion Design Study Program. To support the achievement of optimal practical results, teaching strategies are needed that integrate theory and practice in a more interactive and applicable way. For example, the use of video tutorial-based learning media, digital draping simulations, or project-based learning can strengthen students' understanding while improving their technical skills. Furthermore, increasing the intensity of practice with direct feedback from lecturers has also proven effective in accelerating technical mastery. With a holistic and adaptive learning approach, vocational education institutions can produce graduates who are not only technically competent but also competent.

Digital transformation in education demands a fundamental shift in the role of teachers from traditional instructors to modern learning facilitators who are adaptive, creative, innovative, and responsive to the latest technological developments. This research aims to explore in depth the multidimensional role of economics teachers in optimizing visual learning media to increase students' interest in learning in the digital era, especially at SMAN 1 Lewolema in the 2024/2025 academic year. Using a descriptive qualitative approach, this study involved one economics teacher and 23 students of class X through observation, interviews, and comprehensive documentation. The results show that teachers play the role of innovative learning designers, interactive facilitators who encourage active participation, motivators who arouse the spirit of learning, and innovators who make effective use of visual media. The integration of visual learning media is carried out with a contextual and interactive approach, so that it is able to transform the student learning experience holistically. The positive impacts identified include an increase in the affective dimension through a sense of pleasure, a cognitive dimension through a better understanding of the material, and a conative dimension through increased focus, interest, and motivation of students to learn. However, the implementation of the use of visual learning media cannot be separated from various challenges. Obstacles that arise include the limitations of technology infrastructure in schools, the gap in teachers' digital competencies, and the diversity of students' psychological characteristics that affect acceptance of new methods. This research makes a theoretical contribution to understanding the dynamics of educational technology integration in Indonesia, as well as offering a practical blueprint for schools with limited resources.

This study aims to determine the role of academic supervision in improving the pedagogical competence of teachers at SMA Plus Al Raihan Sukabumi. Academic supervision is a strategic effort undertaken by the school to ensure the quality of learning runs according to established standards, and to help teachers develop their professional skills, particularly in the pedagogical aspect. Pedagogical competence itself includes teachers' abilities to plan, implement, and evaluate the learning process according to the needs of students. The research method used is a qualitative approach with data collection techniques through interviews, observation, and documentation. Interviews were conducted with the principal, teachers, and supervisors to obtain a comprehensive overview of the implementation of supervision. Observations focused on teacher activities during learning, as well as teacher interactions with supervisors during supervision. Documentation was used to supplement data related to the academic supervision program, lesson implementation plans (RPP), and supervision evaluation notes. The results of the study indicate that academic supervision has a significant contribution in improving the quality of planning, implementation, and evaluation of learning carried out by teachers. Through supervision, teachers are encouraged to be more creative and innovative in developing learning methods and media that are appropriate to student needs. In addition, supervision also provides constructive feedback so that teachers can reflect on their teaching practices and make continuous improvements. Academic supervision also encourages the creation of a collaborative atmosphere between teachers and supervisors, thus creating a working relationship that supports improving the quality of education. Thus, it can be concluded that the implementation of effective academic supervision plays a crucial role in improving the pedagogical competence of teachers at SMA Plus Al Raihan Sukabumi.

This study investigated the implementation and effectiveness of Task-Based Language Teaching (TBLT) in enhancing the English reading skills of tenth-grade students at an Indonesian senior high school. The research was motivated by the persistent gap left by traditional language teaching methods, which frequently emphasize grammatical accuracy and vocabulary memorization while often neglecting the development of practical reading abilities. To address this issue, the study systematically examined the application of TBLT through three structured phases: pre-reading, main reading, and post-reading tasks. Each phase was designed to promote active learning, critical thinking, and student engagement in the reading process. The methodology involved classroom observations, task-based instructional activities, and an analysis of student exam scores as the primary indicators of progress. During the pre-reading phase, students were encouraged to activate prior knowledge and predict content, which helped build contextual understanding. In the main reading phase, tasks focused on developing essential reading strategies such as skimming for general ideas and scanning for specific information. 

Art education plays a crucial role in preserving and developing local cultural heritage, including batik. This study aims to examine the role of art education at SMK Negeri 4 Palangkaraya in supporting the preservation and development of batik culture. The focus of the study was on the learning process in the Batik and Textile Creative Crafts Program, specifically for eleventh-grade students. This study employed a qualitative approach with case study and descriptive methods. Data collection techniques included analysis of learning documents, in-depth interviews with teachers and students, and direct observation of learning and practical activities. The results indicate that the art learning process at this school focuses not only on technical skills in batik but also integrates rich cultural content, such as the history of batik, the philosophical values within motifs, and the role of batik in local cultural identity. Through this approach, students are equipped not only with technical skills but also with a deep understanding of the cultural values inherent in batik. Furthermore, student involvement in hands-on activities and community-based projects provides space for innovation. They are encouraged to create contemporary batik designs that remain rooted in traditional motifs but are adapted to contemporary tastes. This activity also fosters a sense of ownership of cultural heritage and fosters creativity and independence. Thus, arts education at SMK Negeri 4 Palangkaraya has proven to play a strategic role in maintaining the sustainability of batik culture. More than just skills training, arts education is an effective means of building cultural awareness, fostering innovation, and strengthening local identity among the younger generation.

This study aims to describe the pedagogical competence of teachers in conducting assessments of early childhood at KB Teratai. Pedagogical competence refers to the teacher’s ability to manage children's learning, including planning, implementing, and evaluating assessments of student development. Assessment in early childhood requires a deep understanding of children’s developmental characteristics as well as the use of appropriate assessment methods such as observation, documentation, and portfolios. This research employs a descriptive qualitative approach with data collection techniques including observation, interviews, and documentation. The findings indicate that teachers at KB Teratai possess a basic understanding of the principles and techniques of developmental assessment; however, several obstacles remain in its implementation, such as limited time, supporting facilities, and the need for further training. These findings highlight the importance of continuous improvement of teachers’ pedagogical competence to support the quality of early childhood development assessments. Based on the results of this study, pedagogical competence is essential for teachers and can be observed through their ability to use educational play tools as a medium in the learning process.

This study aims to analyze the effect of school principals' transformational leadership on the performance of ICT teachers in implementing digital learning at SMAN XYZ, specifically examining how four dimensions of transformational leadership Influence teacher motivation, creativity, and innovation in technology integration. This quantitative research employed an explanatory correlational design with 20 ICT teachers as respondents selected through purposive sampling. Data were collected using validated questionnaires adapted from the Multifactor Leadership Questionnaire (MLQ) by Bass and Avolio (1994) for transformational leadership and the TPACK framework by Koehler and Mishra (2009) for teacher performance. Simple linear regression analysis was conducted using SPSS 25 to test the research hypothesis. Results demonstrate that transformational leadership significantly and positively influences ICT teacher performance (β = 0.672, p = 0.003 < 0.05), explaining 67.2% of performance variance. The principal's transformational leadership scored highly (4.3/5), with individualized consideration contributing most significantly to teacher performance. ICT teacher performance reached a high category (4.1/5), with the most substantial achievement in technology-based lesson planning, although challenges remain in independent digital content development and innovative assessment methods. Theoretically, this research strengthens transformational leadership Theory in digital Education contexts and supports the TPACK framework's emphasis on leadership support for technology integration. Practically, findings guide principals to optimize transformational leadership through enhanced mentoring, professional development programs, and the creation of an innovation culture. The study offers an empirical foundation for educational policymakers to develop school leadership training programs focused on digital transformation, while highlighting the importance of individualized consideration in supporting teacher technology competency development.

This study aims to examine the influence of the implementation of the Mastery Learning model on the study results of seventh-grade students at Darussalam Islamic Middle School, Gowa. This research is a type of classroom action research (CAR), designed to improve the mathematics learning outcomes of seventh-grade students. The CAR approach was implemented in a cyclical form, consisting of four stages: (1) planning, (2) action, (3) observation, and (4) reflection. Data collection techniques used in this study included observation, testing, and documentation. Data analysis was carried out using descriptive analysis to assess both the learning outcomes and the teacher and student activities during the process. The results of the first and second cycles indicate a significant improvement in student performance. In the first cycle, the study results showed a 75% improvement in student learning outcomes, and after the second cycle, student performance improved to 90%. The class's average grade also increased significantly, from 71 in the first cycle to 87 in the second cycle. This improvement demonstrates that the implementation of the Mastery Learning model can significantly enhance the mathematics learning outcomes of seventh-grade students at Darussalam Islamic Middle School, Gowa. Furthermore, this study proves that the collaborative approach in classroom action research not only improves student learning outcomes but also fosters an engaging and effective learning environment. The results suggest that the Mastery Learning model, with its emphasis on achieving mastery in learning before progressing to the next topic, is an effective strategy for improving mathematics achievement in middle school students. This study contributes valuable insights into the effectiveness of the Mastery Learning model in enhancing student performance in mathematics.

This study was motivated by the low interest and skills of seventh-grade students at Darul Ulum Budi Agung Private Islamic Junior High School, which was caused by the use of uninteresting teaching methods and the lack of innovative learning media during classroom activities. This study aimed to develop animated video learning media for seventh-grade students' descriptive text material. The research methodology uses research and development with the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The population in this study was seventh-grade students at MTs Swasta Darul Ulum Budi Agung, with a sample size of 30 students from class VII-1 and 30 students from class VII-5. Data collection was conducted through observation, interviews, validation tests, questionnaires, and documentation, then analyzed using SPSS V.26 software with normality tests, homogeneity tests, and t-tests to obtain valid and accurate results. The research results indicate that the developed animated video was deemed highly suitable by media experts (90%), language experts (84%), and subject matter experts (86%). The practicality of the animated video also received highly practical results, with 94% of teachers, 58% of control class students, and 92% of experimental class students responding positively. Additionally, the effectiveness of the animated video showed an improvement in students' writing skills, with an average of 67.66 for the control class and 84.83 for the experimental class in the effective category. This study demonstrates that animated videos can serve as an alternative teaching material that supports the learning process and leads to significant improvements in learning outcomes.